Adelman, C. Answers in the tool box: Academic intensity, attendance patterns, and bachelor’s degree attainment. Washington D.C: Office of Educational Research and Improvement, U.S. Department of Education. 1999.
Archambault, F.X. Westberg, K.L., Brown, S., Hallmark, B.W., Zhang, W., & Emmons, C. “Regular classroom practices with gifted students: Findings from the classroom practices study.” Journal for the Education of the Gifted, 16, 103-119. 1993.
Breland, H. M., & Oltman, P.K. An analysis of Advanced Placement (AP) examinations in economics and comparative government and politics. New York: College Board, 2001.
Brown, Robert. School Acceleration: What Does the Research Say? Toronto Board of Education, Scope; v8, 1993.
Callahan, Carolyn and Jonathan Plucker. Critical Issues and Practices in Gifted Education: What the Research Says. Prufrock Press Inc. Waco, TX: 2008.
Carter, K.R. A cognitive outcomes study to evaluate curriclum for the gifted. Journal for the Education of the Gifted, 10, 41-55. 1986.
Cohen, L. Teaching Gifted Kindergarten and Primary Children in the Regular Classroom. 1990.
Colangelo, Nicholas and Gary Davis. Handbook of Gifted Education. Pearson Education Inc. New York: 2003.
Coleman, L.J. “A “rag quilt”: Social relationships among students in special high school. Gifted Child Quarterly, 45, 164-173. 2001.
Coleman, L.J. Nurturing talent in high school: Life in the fast lane. New York: Teachers’ College Press, 2005.
Cox, J. The Pull-Out Model. Gifted Child Today, 34. 55-61. 1984.
Delcourt, M. Qualitative extension of the learning outcome study. Storrs: CT, National Research Center on the Gifted and Talented. 1994.
Elliot, L. What’s Going on in There? How the Brain and Mind Develop in the First Five Years of Life. New York, NY: Bantam Books, 1999.
Enersen, Donna, Ann Robinson and Bruce Shore. Best Practices in Gifted Education: An Evidence-Based Guide. Prufrock Press Inc. Waco, TX: 2007.
Feldman, D.H. The mysterious case of extreme giftedness. Chicago: University of Chicago. 1979.
Fraley, Camille. Gifted and Talented Primary-Age Students: Recommendations for Identification and Service. Idaho State Department of Education. 2002
Gandara, P.C. Latino achievement: Identifying models that foster success. Storrs: National Research Center on the Gifted and Talented, University of Connecticut: 2004.
Gardner, H. Creating minds. New York: Basic Books, 1993.
Green, J.E. State academies for the academically gifted. Bloomington, IN: Phi Delta Kappa Educational Foundation, 1993.
Hanninen, G. Office of Gifted and Talented and the Council for Exceptional Children. Preschool Gifted and Talented Child. Washington D.C. 1978.
Hellerman, S.B. Getting the best precollege education. Baltimore: Johns Hopkins University, 1994.
Hertberg-Davis, H., Callahan, C.M., & Kyburg, R.M. Advanced Placement and International Baccalaureate programs: A “fit” for gifted learners? Storrs: National Research Center of the Gifted and Talented, University of Connecticut, 2006.
Ide, Barbara. “Are Preschoolers Too Young for Gifted Programs?” Principal. v.88. Reston, Virgina, 2009.
Kansas Multi-Tiered System of Supports: Innovation Configuration Matrix. (Version 2.1) Topeka, KS: Project SPOT-- Supporting Program Outcomes and Teachers. 2009.
Kansas State Department of Education. Kansas Muti-Tier System of Supports: Structuring Guide. Topeka, KS: Kansas MTSS Project, Kansas Technical Assistance System Network. 2009.
Kolitch, E.R., & Brody, L. Mathematics acceleration of highly talented students: An evaluation. Gifted Child Quarterly, 36. 78-86. 1992.
Kulik, J. An analysis of the research on ability grouping. Davidson Institute for Talent Development. 1993
Maker, C. June. Teaching Models in Education of the Gifted. Aspen Systems Corporation. Rockville, Maryland: 1982.
Miller, L.S. Promoting sustained growth in the representation of African Americans, Latinos, and Native Americans among top students in the United States at all levels of the educational system. Storrs: National Research Center on the Gifted and Talented, University of Connecticut: 2004.
Mooij, T. Integrating Gifted Children into Kindergarten by Improving Education Process. Gifted Child Quarterly, 43, 63-71. 1999.
Morgan, R., & Crone, C. Advanced Placement examinees at the University of California: An examination of the freshmen year course and grades of examinees in biology, calculus and chemistry. Princeton, NJ: Educational Testing Service, 1993.
Morgan, R., & Ramist, L. Advanced Placement students in college: An investigation of course grades at 21 colleges. 2005.
National Study Group for the Affirmative Development of Academic Ability. All students reaching the top: Strategies for closing the academic achievement gap. Naperville, IL: Learning Point Associates, 2004.
Oregon University System, Oregon State Department of Education, and Office of Community College Services. Oregon early options study. Eugene, OR: 1999.
Quinn, Alice. Gifted Education Project for Yellowknife Education District No. 1. Yellowknife, NWT, January, 1992.
Renzulli, J.S. Scales for rating the behavioral characteristics of superior students. Mansfield Center, CT: Creative Learning Press. 1976.
Richardson, T.M. & Benbow, C.P. Long term effects of acceleration on the social-emotional adjustment of mathematically precocious youths. Journal of Educational Psychology, 82, 464-470. 1990.
Rogers, Karen. “Lessons Learned About Educating the Gifted and Talented: A Synthesis of Research on Educational Practice.” Gifted Child Quarterly 2007; 51; 382.
Saylor, M. & Brookshire, K. Social, emotional and behavioral adjustment of accelerated students, students in gifted classes, and regular students in eighth grade. Gifted Child Quarterly, 37, 150-154. 1993.
Shore, B.M., Cornel, D.G., Robinson, A., & Ward, V.S. Recommended practices in gifted education: A critical analysis. New York, Teachers’ College Press: 1991.
Simonton, D.K. Genius and giftedness: Same or different? Amsterdam: Elsevier. 2000.
Southern, W., & Jones E. Academic Acceleration: Background and Issues in the Academic Acceleration of Gifted Children. New York: Teachers’ College Press, 1991.
Stanley, J.C. & Stanley, B.K. High school biology, chemistry, or physics learned well in three weeks. Journal of Research in Science Teaching, 23, 237-250. 1986.
Swiatek, M.A., & Benbow, C.P. Ten-year longitudinal follow-up of ability-matched accelerated and unaccelerated gifted students. Journal of Educational Psychology, 83, 252-364. 1996.
Van Tassel-Baska, J. An Administrator’s Guide to the Education of Gifted and Talented Children. National Association of State Boards of Education, Washington D.C. 1981
Ybarra, Lee. Nine Truths About Working With Gifted Students. National Association for Gifted Children. 2005.
Adelman, C. Answers in the tool box: Academic intensity, attendance patterns, and bachelor’s degree attainment. Washington D.C: Office of Educational Research and Improvement, U.S. Department of Education. 1999.
Archambault, F.X. Westberg, K.L., Brown, S., Hallmark, B.W., Zhang, W., & Emmons, C. “Regular classroom practices with gifted students: Findings from the classroom practices study.” Journal for the Education of the Gifted, 16, 103-119. 1993.
Breland, H. M., & Oltman, P.K. An analysis of Advanced Placement (AP) examinations in economics and comparative government and politics. New York: College Board, 2001.
Brown, Robert. School Acceleration: What Does the Research Say? Toronto Board of Education, Scope; v8, 1993.
Callahan, Carolyn and Jonathan Plucker. Critical Issues and Practices in Gifted Education: What the Research Says. Prufrock Press Inc. Waco, TX: 2008.
Carter, K.R. A cognitive outcomes study to evaluate curriclum for the gifted. Journal for the Education of the Gifted, 10, 41-55. 1986.
Cohen, L. Teaching Gifted Kindergarten and Primary Children in the Regular Classroom. 1990.
Colangelo, Nicholas and Gary Davis. Handbook of Gifted Education. Pearson Education Inc. New York: 2003.
Coleman, L.J. “A “rag quilt”: Social relationships among students in special high school. Gifted Child Quarterly, 45, 164-173. 2001.
Coleman, L.J. Nurturing talent in high school: Life in the fast lane. New York: Teachers’ College Press, 2005.
Cox, J. The Pull-Out Model. Gifted Child Today, 34. 55-61. 1984.
Delcourt, M. Qualitative extension of the learning outcome study. Storrs: CT, National Research Center on the Gifted and Talented. 1994.
Elliot, L. What’s Going on in There? How the Brain and Mind Develop in the First Five Years of Life. New York, NY: Bantam Books, 1999.
Enersen, Donna, Ann Robinson and Bruce Shore. Best Practices in Gifted Education: An Evidence-Based Guide. Prufrock Press Inc. Waco, TX: 2007.
Feldman, D.H. The mysterious case of extreme giftedness. Chicago: University of Chicago. 1979.
Fraley, Camille. Gifted and Talented Primary-Age Students: Recommendations for Identification and Service. Idaho State Department of Education. 2002
Gandara, P.C. Latino achievement: Identifying models that foster success. Storrs: National Research Center on the Gifted and Talented, University of Connecticut: 2004.
Gardner, H. Creating minds. New York: Basic Books, 1993.
Green, J.E. State academies for the academically gifted. Bloomington, IN: Phi Delta Kappa Educational Foundation, 1993.
Hanninen, G. Office of Gifted and Talented and the Council for Exceptional Children. Preschool Gifted and Talented Child. Washington D.C. 1978.
Hellerman, S.B. Getting the best precollege education. Baltimore: Johns Hopkins University, 1994.
Hertberg-Davis, H., Callahan, C.M., & Kyburg, R.M. Advanced Placement and International Baccalaureate programs: A “fit” for gifted learners? Storrs: National Research Center of the Gifted and Talented, University of Connecticut, 2006.
Ide, Barbara. “Are Preschoolers Too Young for Gifted Programs?” Principal. v.88. Reston, Virgina, 2009.
Kansas Multi-Tiered System of Supports: Innovation Configuration Matrix. (Version 2.1) Topeka, KS: Project SPOT-- Supporting Program Outcomes and Teachers. 2009.
Kansas State Department of Education. Kansas Muti-Tier System of Supports: Structuring Guide. Topeka, KS: Kansas MTSS Project, Kansas Technical Assistance System Network. 2009.
Kolitch, E.R., & Brody, L. Mathematics acceleration of highly talented students: An evaluation. Gifted Child Quarterly, 36. 78-86. 1992.
Kulik, J. An analysis of the research on ability grouping. Davidson Institute for Talent Development. 1993
Kulik, J.A., & Kulik, C.-L.C. “Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73-77. 1992.
Maker, C. June. Teaching Models in Education of the Gifted. Aspen Systems Corporation. Rockville, Maryland: 1982.
Miller, L.S. Promoting sustained growth in the representation of African Americans, Latinos, and Native Americans among top students in the United States at all levels of the educational system. Storrs: National Research Center on the Gifted and Talented, University of Connecticut: 2004.
Mooij, T. Integrating Gifted Children into Kindergarten by Improving Education Process. Gifted Child Quarterly, 43, 63-71. 1999.
Morgan, R., & Crone, C. Advanced Placement examinees at the University of California: An examination of the freshmen year course and grades of examinees in biology, calculus and chemistry. Princeton, NJ: Educational Testing Service, 1993.
Morgan, R., & Ramist, L. Advanced Placement students in college: An investigation of course grades at 21 colleges. 2005.
National Study Group for the Affirmative Development of Academic Ability. All students reaching the top: Strategies for closing the academic achievement gap. Naperville, IL: Learning Point Associates, 2004.
Oregon University System, Oregon State Department of Education, and Office of Community College Services. Oregon early options study. Eugene, OR: 1999.
Quinn, Alice. Gifted Education Project for Yellowknife Education District No. 1. Yellowknife, NWT, January, 1992.
Renzulli, J.S. Scales for rating the behavioral characteristics of superior students. Mansfield Center, CT: Creative Learning Press. 1976.
Richardson, T.M. & Benbow, C.P. Long term effects of acceleration on the social-emotional adjustment of mathematically precocious youths. Journal of Educational Psychology, 82, 464-470. 1990.
Rogers, Karen. “Lessons Learned About Educating the Gifted and Talented: A Synthesis of Research on Educational Practice.” Gifted Child Quarterly 2007; 51; 382.
Saylor, M. & Brookshire, K. Social, emotional and behavioral adjustment of accelerated students, students in gifted classes, and regular students in eighth grade. Gifted Child Quarterly, 37, 150-154. 1993.
Shore, B.M., Cornel, D.G., Robinson, A., & Ward, V.S. Recommended practices in gifted education: A critical analysis. New York, Teachers’ College Press: 1991.
Simonton, D.K. Genius and giftedness: Same or different? Amsterdam: Elsevier. 2000.
Southern, W., & Jones E. Academic Acceleration: Background and Issues in the Academic Acceleration of Gifted Children. New York: Teachers’ College Press, 1991.
Stanley, J.C. & Stanley, B.K. High school biology, chemistry, or physics learned well in three weeks. Journal of Research in Science Teaching, 23, 237-250. 1986.
Swiatek, M.A., & Benbow, C.P. Ten-year longitudinal follow-up of ability-matched accelerated and unaccelerated gifted students. Journal of Educational Psychology, 83, 252-364. 1996.
Van Tassel-Baska, J. An Administrator’s Guide to the Education of Gifted and Talented Children. National Association of State Boards of Education, Washington D.C. 1981
Ybarra, Lee. Nine Truths About Working With Gifted Students. National Association for Gifted Children. 2005.